The British Science Association (BSA) has signed an open letter to the Secretary of State for Education, titled ‘Sustainability and climate change education in the National Curriculum’.
Coordinated by Global Action Plan, the letter now has over 750 signatories from across education and science.
It calls on Secretary of State for Education, Rt. Hon. Bridget Phillipson MP, to ensure that there is a more comprehensive inclusion of climate and environmental sustainability in the National Curriculum.
Currently the prescribed relevant content in the curriculum is minimal and is restricted to science and geography (which is not statutory beyond age 14).
Global Action Plan’s letter states:
“Whilst these subjects play a significant role in helping young people to understand the realities and potential impacts of climate and environmental change, it is through the whole curriculum that they can envision more sustainable futures, discover a full range of ‘green’ careers, develop a closer connection to nature, and achieve agency.”
Global Action Plan want to ensure that all schools are required to educate young people on these issues and that they leave school prepared for the future.
The BSA advocates for a broader approach to science learning, particularly for topics like climate change, so that all young people have opportunities to apply their scientific knowledge and skills to other areas of study.
Hannah Russell, Chief Executive, British Science Association, said:
The next generation are tasked with solving major challenges like climate change, yet our Youth Insights research has found that young people do not feel able to have their say on the issues affecting their future. They don’t feel listened to by decision makers and wider society.
Through Youth Insights work, climate change consistently emerges as an issue of key importance to young people. It’s crucial that action is taken to empower and equip them with the knowledge and skills to make sense of and confront the climate crisis, and the curriculum plays a vital role in this.”
Our Future Forum research from May 2023 found that nearly 7 in 10 (68%) 14 – 18 year olds felt that climate change education should be included across all subjects, not just science and geography.
Young people told us that:
- The deficit of climate change knowledge in GCSE double science, relative to triple science, has the potential to reinforce inequality in climate literacy.
- Climate change education is confined to subject ‘silos’ within GCSE geography and science and is not inclusive of all students.
- Climate change education is constrained by exam requirements.
- Teaching tends to focus on impacts of climate change and rarely discusses solutions.
- Climate change education lacks relevance.